Teaching-Learning Process Example

INTRODUCTION

Today training requires changes, where the trainer must be prepared to face the diversity of those trained. This requires the trainer to develop certain skills, knowing the forms of teaching that are best suited to its reality, as some trainers apply outdated methods that do not meet sufficient criteria of excellence; that is, they do not strengthen, in a broad sense, the teaching-learning process. The wide variety of teaching methods and techniques that are required to reinforce learning need to be disseminated and implemented today.
The methods and techniques used in this process represent part of the role of the trainer. Therefore, in addition to implementing new methods, you must also make use of those already known, adjusting them to the current situation of the trainee.
The trainer in turn must be trained to acquire a wide variety of knowledge and skills to meet the needs of contemporary training.
Although the trainer plays an indispensable role in this process, by providing the activity didactic, it is also important to mention the trainee, who reflects this work through the learning.

TEACHING LEARNING PROCESS

For the operation of the training programs to be in optimal conditions, there are general aspects that must be taken into consideration, such as the teaching-learning process that will take place in the themselves.
Teaching and learning are part of a single process that aims to train the participant.

TEACHING
Meaning more related to the instructor's technique. It is aimed at promoting the assimilation of culture. Teaching is a systematic and organized process of transmitting knowledge, skills and experience to through different means and methods, these can be expository, observational or experimental, among others.

LEARNING
It is the process by which the participant responds to the action of the individual. It is something that occurs inside the subject and manifests itself through observable behaviors. It means a change in relation to the previous state of the participant and can occur in knowledge, understanding, habits, abilities, interests, aptitudes and perception, this will contribute to having a greater effectiveness in the performance of their functions.
Teaching exists for learning, without it the second is not achieved in the required measure and quality; through it, learning stimulates, which in turn makes it possible for these two integral aspects of the teaching-learning process to preserve each their particularities and peculiarities separately and at the same time form a unity between the guiding or enabling role and the activity of the capable.
The teaching-learning process is understood to be the set of experiences aroused by the acts of communication that are carried out under cultural contexts between trainers and trainees, the first being the one who grants the teaching and the second the one receiving the learning.
These acts occur in both directions (through a medium and using specific content), resulting in qualitative changes in the participants, manifested by the acquisition and construction of knowledge, the development of skills and abilities, the assumption of attitudes and values ​​and, in general, the growth of the trainee in awareness and responsibility for it in the society.
Basically it can be said that this process consists of six fundamental elements: the trainer, those trained, the communication medium, the content to be communicated, the intended objective and the context in which it occurs (physical, social and cultural).

Therefore, within training, the process of learning is the complementary process of teaching. Learning is the act by which the trainee tries to capture and elaborate the contents presented by the trainer, or by any other source of information. It achieves it through some means or study techniques.
This learning process is carried out based on objectives, which may or may not be identified with those of the trainer and is carried out within a certain context.
In order for participants to learn more effectively during the training, there are pedagogical principles that are a guide to follow.

These principles are:

• Participation: Learning tends to be faster and of longer lasting effects when the learner can participate actively. Participation encourages the participant and allows more of their senses to intervene, reinforcing the process.
• Repetition: Although it is not considered very entertaining, it is possible that repetition leaves more or less permanent traces in memory.
• Relevance: Learning is boosted when the material to be studied makes sense and importance to the person receiving the training.
• Transfer: The greater the agreement of the training program with the demands of the position, the greater the speed in the process of mastering the position and the tasks that it entails.
• Feedback: Feedback provides participants with information about their progress. Counting on this, well-motivated trainees can adjust their behavior, so that they can achieve high learning.

To make effective use of pedagogical principles, teaching-learning techniques are used. These techniques are used for both training and development, however several factors must be taken into account. No technique is always the best; the best method depends on:

• Cost effectiveness
• The content of the program
• The suitability of the facilities available
• The preferences and capabilities of the people who will receive the course
• Trainer's preferences and ability
• The learning principles to use

* The importance of these six points depends on each situation.

The instructor or trainer must select the technique that she considers appropriate to perform the function that she seeks, it must be appropriate and relevant to the material to be used, it should reinforce or demonstrate the main point (s) of the training. That is, you must choose the method that is best suited for learning the session.
However, in some situations several combined techniques can be used, taking into account the following determinants:

• The topic
• The objectives
• Group size
• The equipment available
• The time available
• The best way to present the topic
• The knowledge that the group has about the subject
• The kind of training the instructor wants.

A combination of learning methods allows you to vary the pace and maintain the interest of the students. participants, helping to emphasize the different aspects of the topic, which will make the sessions more effective.
The various techniques that can be applied for the development of a training program are:

FORUM

It is an exposition of a specific topic that is generally carried out by four students: a maintainer and three speakers. It is a topic divided, generally in three subtopics, but this does not mean that the number of speakers cannot increase, nor that there are more subtopics. The forum is a group exhibition.

A forum means an event open to the public in which different speakers who deal with the same topic participate informally. The forum is equivalent or similar to the congress and the symposium.

DIRECTED DISCUSSION
The debate is an oral activity that consists of the discussion of a topic by two groups:
Defenders and attackers. The group of people defending an issue must be convinced of the positive side, and the attackers must be convinced of the negative side. The first representative of the defending group takes the floor, then the first representative of the attacking group discusses their points of view, then the second member of the defense group, defends the thesis raised by his partner and discusses the points of view of his opponent and raises his thesis, thus successively. The approach, defense and attack must be done with good support bases.

In this exercise, skills are acquired to learn to discuss, to respect the ideas of others, to find the truth and reason where they are without selfishness or stubbornness. You also learn to be noble, sincere and loyal.
The duration time is generally sixty minutes, but can sometimes last more than one session.
There should be a coordinator to calm things down when the members are very excited, and make the discussion develop in a logical order and do not deviate from the objective and the topic. At the beginning of the meeting you should make a presentation of the topic or an introduction, also introduce the debaters and explain the technique to be followed.
At the end of the debate or controversy, the secretary will read the conclusions or the most important ideas expressed by the debating groups. Generally the debaters are: three in favor of the issue and three against.

PHILLIPS 6.6
This group work technique, sometimes called "Fractionation Technique", consists of an exchange of ideas, in small groups of six people, for six minutes of a topic chosen in advance by the same moderator, which may be the teacher. This technique is very appropriate to apply in Spanish class, since the student by nature is very given to speaking and exposing her own thoughts.
We are going to suppose a course of thirty students. The teacher divides it into small groups of six students each. For six minutes each group talks about a problem that needs to be solved; the way to report on a work read, the way to grade the subject in Spanish, the best way to get books for the library, how to learn spelling, etc.
Each group chooses its leader or rapporteur, who, in addition to taking note of the conclusions, is also in charge of giving the floor and controlling the time of the interventions of their colleagues.
After the six minutes, during which all the students have spoken, the whole class meets with the moderator, and the rapporteur for each group reports on the activity carried out and the conclusions reached arrived.

CORRILLOS
Variant of the Phillips 66 in which the teams are between 5 and 9 people. The huddle card is used, which is a guide prepared by the instructor and is used by each team. It contains the activities that the participants will carry out.

PANEL
A group of people exposes a topic in the form of a dialogue in front of an audience; its duration is sixty minutes. This technique is used when people are well versed in the subject and are willing to inform the audience. When the audience has the same experiences as the experts. When in a group the need arises to listen to other people with experience on the same topic.
The members are: a coordinator, a reporting secretary and four to six debaters. The secretary must make a summary of all the above. From this summary part the discussion of the auditorium with the speakers. The intervention time is one to two minutes.

SEMINAR
It is any educational activity in which the participation of the group and the instructor is the key and the basic form.
Its objectives are the integration of the group and its creativity to analyze, discuss, select problems, establish proposals. The advantages of this method are the involvement of the group, development of their creativity, interpersonal competence, team integration, challenge and participation.
It is carried out on an informal basis, allowing absolute freedom of expression.
For best results, the group should not exceed ten or twelve participants, and an instructor, leader or coordinator is required.
Systematic study of a topic raised by a group. It is the gathering of a small number of members who come together to carry out research on a chosen topic. It is about achieving complete and specific knowledge of a subject.
The members are subdivided for the concrete work and the exposition of the subject. They should acquire the knowledge from the outside in an individual way and then share it with their co-workers. The investigation is advised by a specialist.
The work of a seminar consists, therefore, in investigating, seeking information, discussing in collaboration, analyzing facts, presenting points of view, reflect on the problems raised, confront criteria in an environment of mutual help in order to reach the conclusions of the theme. The members are no less than five and no more than twelve. The director is a member who coordinates the work but does not solve it personally. A secretary takes notes of the partial and final conclusions. The seminar sessions usually last two, three, four hours, six precisely, until the exposition is clear and he talks without time pressure.
The seminary can work for days and months until its work is finished. The planning of a seminar involves a careful preparation and distribution of work, as well as evaluation sessions to determine the effectiveness of the work carried out.
In the first session of the seminar, the development of the tasks is planned. All the participants will be present who will then be subdivided into subgroups of the seminar.
The length of the seminar depends on the number and depth of topics to be covered, as well as the time available. Every seminar session concludes with a session to summarize and evaluate the work.

BUSINESS SIMULATION OR GAME
It is a method used primarily in training within the company. It consists of simulation exercises in which the participants have the opportunity to carry out tasks under conditions similar to those that arise in the real situation.
They are purposefully structured in such a way that participants can decide their own courses action, without varying situations and in relation to various problems presented through the game.
Games can be designed in such a way that several coaches play the same role and thus can compete. They can also be designed to organize teams that hypothetically represent competing companies.
Participants receive extensive training in planning, strategy, information analysis, and decision-making.

CONFERENCE
It is one of the oldest and most practiced methods. In this, the instructor performs the entire active part since it is a one-sided presentation; for this reason its current application and importance is limited and has been the subject of serious criticism.
Although it is a traditional method and has serious limitations by not involving the group, in any case, it constitutes an effective means of instruction, since it is oriented especially to present information, and has the advantage that, in a short time, a large amount of informative material is presented as there are no interruptions of any species.
The conference is a presentation made before an audience. Its purpose is to inform, explain, persuade, incite the herd, etc. Every conference requires careful and more or less profound treatment. The current and future life of every student demands the need to give lectures at every step. The conference must take into account the following factors: the exhibitor, the content of the exhibition, the circumstances of the exhibition, the communication channels and the audience.
The Speaker: A good speaker tries to communicate more ideas than words, because he knows that most of the time, very important ideas lose their value due to the abuse of words without much content. That is, they should avoid verbalism.
He chooses the topic keeping in mind that it should arouse interest and have easy-to-consult sources of information. Make a conference plan taking into account the introduction, the development and the conclusions. Their language should not be ambiguous but concrete and specific, correct and appropriate to the topic and the audience. He should speak at a normal speed and control the tone of his voice. In addition, it is necessary that when addressing the audience look at all the people who make it up and avoid looking into space. His intellectual ability and mastery of the subject determine the serenity of the exhibition and motivate the audience.

SYMPOSIUM
It is a type of conference on a certain subject around which diverse opinions are gathered. The method can be oral or written. However, the oral is more common.
A symposium is a group of talks, speeches or oral presentations presented by several individuals on the various phases of a single topic. Time and topic are often controlled by a moderator. If the method is used correctly, the talks should be limited to no more than twenty minutes and the total time of the symposium should not exceed one hour. This form of oral expression is very similar to the forum. The members of the symposium present individually and in succession for about fifteen or twenty minutes. Their ideas may or may not coincide, the important thing is that each one of them offers a particular aspect of the subject of so that at the end of it, it is developed relatively comprehensively and with the greatest possible depth.

INTERVIEW
Social life and professional life demand from every educated individual skills to interview others, and in turn, to be interviewed themselves. This has already become a necessity to be interviewed; When a university student is going to receive his degree, he needs to conduct several interviews with his thesis president.
When an individual does or says something interesting or out of the ordinary, others go to interview him, when a person goes to apply for a position, they generally have to undergo interviews.
Some characteristics of the interview are:
· Usually only two people speak.
· There are usually many questions and answers around a single topic.
The interview has a defined purpose that can be: Obtain information, give it, guide.

DEMONSTRATIVE TECHNIQUE
It is the most objective method for quick and direct learning. It is widely applied in technical instruction within the industry.
It is based on three steps:

1. Give information on how to do a job from the instructor or boss
2. Practical demonstration of how the work is done by the instructor or boss
3. Completion of a work by the student or participant.

The most important advantage of this teaching method lies in the immediate verification and evaluation of its results.
It is carried out within the normal operations of production or service, its main purpose is to produce, and the secondary purpose is to teach.

ROUND TABLE
The round table is made up of a group of people who meet to study a specific issue or problem. The study of this matter is done exclusively through discussion. This activity is entirely based on discussion. It is not then that each of the members of the group give a speech, but rather that they listen to the points view of others and discuss them until you agree on something positive, to deduce some recommendations or agreements.

CASE METHOD
It is known as a Harvard University method, because that is where it was created.
The essence of this is to present, before a group, a problem or case, in order to analyze it, discuss it and apply knowledge by the group to a specific situation. The case is a description of the development or development of a company situation, which serves as the basis for analysis, at each point and moment in which a decision must be made.
Its objective is that students learn by themselves, by independent thought processes; who discern in the tangled web of human problems principles and ideas that have enduring validity and general applicability.
Another goal is to help students develop their ability to use their knowledge and creativity.
An important element for the success of this technique is that the case presented is from reality or is highly realistic and objective in its conception and elaboration.

DRAMATIZATION
This method, in addition to instruction and teaching, has a basic objective which is the integration of the work team based on the management and orientation of individual and group attitudes.
It is about the performance of the participants in specific situations of work life in the company, and may also be social situations outside the organization.
The objective and basic benefit is the development of attitudes of human relationship. Through the representation of different roles, not only the actor, but also the group, acquire an involvement and an interest that allows growth, understanding and development of the person.
It is a method of human interaction that relates realistic behavior to imaginary situations.

COMMENTED READING
The instructor leads the group to study and analyze a document to achieve its understanding, encouraging the issuance of opinions and comments by those trained.

BIBLIOGRAPHY

ü SILICEO Alfonso, Training and staff development, Mexico: 1995, Limusa Noriega Editores.
ü RODRIGUEZ Valencia, Joaquín, Modern Personnel Administration, Mexico: 2000, Ed. ECAFSA
ü WERTHER William B., Administration of personnel and human resources, Mexico: 2001, Ed. Mc Graw Hill.